MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo … School... · 2017. 2. 16. · MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

1

Night Schools Level 7th

Unit 6 CEF level to be reached: A1.1

Scenario: Getting from here to there

Enduring Understanding Travelling requires planning (in order) to decide where to go, how to get there, what to take and what to do.

Essential Question How can people be smart travelers?

Assessment and Goals

Week 1 Assessment: L recognizes instructions for games and follows teacher/students’ modeling of the activity.

L.3. recognize instructions for games and follow teacher/students’ modeling of the activity.

Assessment: L labels diagrams with appropriate pieces of familiar goods and services.

R.1. label diagrams with appropriate pieces of familiar goods and services.

Assessment: L recognizes familiar names of places, goods and services in short and simple texts

Week 2

Assessment: L recognizes main ideas of text when accompanied by illustrations.

R.4. understand main ideas of text when accompanied by illustrations.

Assessment: L interacts in a simple way, asking questions about places, where they are and how to get to them and answering such questions if they are articulated slowly and clearly.

SI.2. interact in a simple way, asking questions about places, where they are and how to get to them and answering such questions if they are articulated slowly and clearly.

Week 3

Assessment: L follows simple directions how to get from one place to another, on foot or by public transport.

L.1. follow simple directions how to get from one place to another, on foot or by public transport.

Assessment: L writes simple descriptions of places (e.g., location, direction, activities)

W.2. write simple descriptions of places (e.g., location, direction, activities, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.).

Week 4 Assessment: L recognizes figures and times given in clear announcements, for example at the airport or at a bus station.

L.2. understand figures and times given in clear announcements, for example at the airport or at a bus station.

Assessment: L recognizes the main idea of presentations related to places, goods and services.

L.4. understand the main idea of presentations related to places, goods and services.

Assessment: L describes briefly weekend or holiday plans.

SP.3. describe weekend or holiday plans and what I need and when. (ticket, reservation, passport)

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments for self and co-assessment

Suggested Integrated Mini project

An event with guests from the community who answer questions about what they do for the community and where. Students ask questions in English and then in Spanish.

A s tory board: “Our favorite place”

A digital or physical magazine Vod cast-with script




2

R.3. recognize familiar names of places, goods and services in short and simple texts.

Assessment: L expresses preferences about places to visit and ways to move around.

SI.1. express preferences about places to visit and ways to move around.

Assessment: L uses simple words to tell where a place is and ways to get there.

SP.1. use simple words to tell where a place is and ways to get there.

Assessment: L describes places and ways to move around (towns, holiday resorts, car, plane, bike).

SP.2. describe places and ways to move around (towns, holiday resorts, car, plane, bike).

Assessment: L fills in a hotel registration form with personal details.

W.1. fill in a hotel registration form with personal details.

Marketing traveling campaign with a pod cast

Possible Adaptations for Adult

Learners Plan a trip that class can take,

including budget and step by step actions needed

Present research on best travel sites online and why

Can Do related to Phonology to be inserted as appropriate each week Assessment: L recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.

R2. identify English language sounds using knowledge in phonics, syllabification and word parts.

Theme

Knowing where I want to go

Theme

Knowing where it is

Theme

Knowing how to get there

Theme

Knowing what I need and when

Function

Identifying places and

buildings

Function

Locating places and

buildings

Function

Giving directions

Describing ways to move

around

Function

Understanding and using travel

fares and hotel registrations

Discourse Markers Connecting words: and, but,

because


because


because


because

Grammar & Sentence Frames

Future -- going to – We are going to Manuel

Antonio National Park.

– Are you going to visit Poas Volcano?

Grammar &Sentence Frames

WH questions – Where is the post office? – Are we on the right road?

– How far is it __?


Imperatives Go down…

Go straight… Follow the signs

Turn left


Prepositions of time: In, on, at

Present tense

(S+V+C)




3

Determiners There is / There are …

Determiners There is / There are …

Prepositions of place in, on, next to, near,

between, in front of, opposite to, behind

Prepositions of place in, on, next to, near,

between, in front of, opposite to, behind

I go to the beach.

Phonology

Short vowel sounds (-at, -en, -

ad) in orally stated single syllable words. (e.g., hen, hat, mad,

etc.)

Phonology


ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)

Phonology


ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)

Phonology

Review

Vocabulary

Knowing where I want to go High School, Church, Bank, Park

Restaurant, Cafeteria hospital, supermarket/grocery store,

Mall/Movie Theater, Cinema / Soccer field, river/beach/lake /

National Park/ Volcano

Vocabulary Knowing where it is There is / There are in, on, next to, near, between, in front of, opposite of, behind

Vocabulary

Knowing how to get there Where is the post office?

Are we on the right road? How can I get to __?

It’s on main street … It is not far

It is quite far Go straight…

Follow the signs Turn left, go straight

By car/ walking/ bike/ bus/ train/ airplane/motorcycle/ boat, carpooling

Vocabulary

Knowing what I need and when Travel expenses, schedules, transfer,

transportation fare, price, cash, ticket, toll, reservation, form

Numbers from 1 to 5 thousand Days of the week

Months of the year Time

Psycho-social

– Analyzing and making

decisions

Idioms – Itchy feet

Hit the road

Psycho-social

Communicating clearly,

concisely and responsibly, with respect for the person

addressed

Psycho-social

– Enjoying traveling.

Sociocultural

– Respecting, appreciating and being aware of his /her community, region, country,

Psycho-social

Being flexible and open to

changes when traveling.

Proverbs / Quotes




4

Social Language – Straight to the point – Clueless – Directionally challenged

and world travel opportunities

Social Language

– Directionally challenged

He who returns from a journey is not the same as he who left. -- Chinese

proverb




5

Didactic Planning Week 1

Level: 7th Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there Theme: Knowing where I want to go

Enduring Understanding: Travelling requires planning (in order) to decide where to go, how to get there, what to take and what to do. Essential Question: How can people be smart travelers?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar &Sentence Frame

Future -- going to – We are going to Manuel Antonio National Park. – Are you going to visit Poas Volcano? Determiners There is / There are …

Vocabulary

High School, Church, Bank, Park Restaurant, Cafeteria hospital, supermarket/grocery store, Mall/Movie Theater, Cinema / Soccer field, river/beach/lake / National Park/ Volcano

Phonology

Short vowel sounds (-at, -en, -ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)

Function

Identifying places and buildings

Discourse Markers

Connecting words: and, but, because

Psychosocial

Analyzing and making decisions

Idioms

Itchy feet

Hit the road




6

Assessment Strategies & Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the f irst time; Pair/Group feedback; Listening for the second time; Post-listening Written Comprehension: Pre-reading; Reading for the f irst time; Pair/Group feedback; Reading for the second time; Post-reading Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time Total:

90 min

(3 lessons)

Learner…

recognizes instructions for games and follows teacher/students’ modeling of the activity.

.

L.3. recognize instructions for games and follow teacher/ students’ modeling of the activity

Pre-teaching Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc. Warm up

Learners play Take, Give, Receive. On the board or the wall is a grid that looks like the table below. The numbers are written on sheets of paper covering either a larger plus sign (+), minus sign (-), or exclamation point (!). The object of the game is to correctly answer questions and end with the most players. Two or more teams are needed with an audience looking on who will play later. (Large groups may want to have more squares on the board). Each team receives a turn and must answer a review question from the unit similar to the questions that follow. The team who answers correctly gets the opportunity to select a number and see what is beneath the paper. If it is the plus sign they get to take a player from the other team. If it is a minus sign they must give a player to the other team. If it is an exclamation point, they receive another player from the audience without the other team having to give one up. Sample questions are:

Where do you go to school? What is that? (pointing to object in room that they know) Where can I buy that? (pointing to same object) What is this? (pointing to object in room that they know) Where can I buy this? (pointing to same object) When do you eat breakfast? Where do you eat lunch? Where can you find (something that was covered in lesson on backyards)? Where can you find (something that was covered in lesson on Costa Rica natural

wonders)? Where can I buy vegetables?

5 min

10 min




7

recognizes by manipulating English language sounds using knowledge in phonics,

R2. identify English language sounds using knowledge in phonics, syllabification

What do you do on Mothers Day? What foods do you eat at Christmas?

1

2 3 4

5

6 7 8

9

10 11 12

13

14 15 16

Pre-task: reading to speak

Recognition/Articulation/Production: T shows and pronunces words printed on

separate pieces of paper that are vocabulary words for places in the community of the school. T also shows large map of the community. Learners will then place the pieces of paper in the proper place.

Learners will use prior knowledge to identify services provided in the places noted on their map and write those words on smaller pieces of paper and place them on top of

15 min




8

syllabification and word parts.

labels diagrams with appropriate pieces of familiar goods and services.

and word parts.

R.1. label diagrams with appropriate pieces of familiar goods and services.

the locations on the map. T will introduce new vocabulary that is not covered by Ls prior knowledge.

Task: Event Planning (reading to speak)

1. Reading for the first time – T projects the following or distributes copies.

We are going to plan an event because we want to hear what people in our

community do. The event is going to be the last week of classes. We are going to

need many things. Because there is so much to do, we are going to assign jobs.

At this place … There is/there are

…

We are going to need

to know …

Who is going to ask?

Supermarket Drinks, snacks The price (Fill in name of student

after reading for the second

time)

Restaurant Pastries The price (Fill in name of student


time)

Church Minister The name of someone

who can join us

(Fill in name of student


time)

Police station Police officers and

other staff

The name of someone

who can join us



time)

Continue to add

based on your

community



time)

30 min

10 min




9

recognizes familiar names of places, goods and services in short and simple texts

expresses preferences about places to visit and ways to move around.

R.3. recognize familiar names of places, goods and services in short and simple texts.

SI.1. express preferences about places to visit and ways to move around.

2. Pair/Group – Learners (in pairs) list the things they know now and what they are going

to do in the future.

Now Future

--

--

--

--

--

--

3. Reading for the second time – Learners will read and fill in the names of people to do

the assigned tasks. (Can be done in small groups as role play or as part of Integrated

Mini Project.)

4. Planning – Learners in small groups will plan to report their plans to the large group.

5. Organizing – Learners will complete the sentences: I want to visit ____ in our

community. I am going to find out information about _______ and (check on prices for

______ or invite __________) to our event.

6. Rehearsing

7. Using/Describing – Each group will discuss what they are going to do for the event.

Post-task

Exit ticket – After T explains “to hit the road” is to leave on a journey. Learners must

identify one place other than their community that they would like to visit. As they leave they say, When I hit the road, I am going to visit ________.

15 min

5 min

Options Integrated Mini-Project Time

An event with guests from the community who answer questions about what they do for the community and where.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should

be opportunities for Ls to practice English, not just those related to presentation.

For the first and second weeks, learners focus on:

Adjust previous times listed above to

allow 5 min each w eek.




10

Students ask questions in English and then in Spanish.

A story board: “Our favorite place”

A digital or physical magazine Vod cast-with script


Possible Adaptations for Adult Learners

Plan a trip that class can take, including budget and step by step actions needed


Participating: Brainstorming, discussing, negotiating, making decisions and selecting the

work strategies, resources and the mini-project. After each week’s lesson, learners identify

which learning tasks completed that week could be adapted for use in their chosen

Integrated Mini-Project. Thinking: planning creating and outlining collaboratively the language content and

strategies. For the third and fourth weeks, learners focus on:

Acting out: Practicing the mini-project in pairs or groups.

For the week of presentation, learners focus on:

Responding and sharing: Delivering and participating in peer assessment of mini-project.

Group presentations

can be w eek 5 or 6.

Reflective Teaching What worked well

What didn’t work well How to improve

Enduring Understanding Reflection

How successful were the learners in achieving the enduring understanding by the end of the unit?




11

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below.

Learner Self-Assessment

I can… Yes No In

progress

Do all the Can Do statements for the week.

Identify, pronounce, and indicate the meaning of all the vocabulary words for the week.

Show how I have worked with others this week.




12


Level: 7th Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there Theme: Knowing where it is



Grammar &Sentence Frames

WH questions – Where is the post office?

– Are we on the right road? – How far is it __? Determiners There is / There are … Prepositions of place in, on, next to, near, between, in front of, opposite to, behind

Vocabulary

There is / There are in, on, next to, near, between, in front of, opposite of, behind

Phonology

Function

Locating places and buildings

Discourse Markers


Psychosocial

Communicating clearly, concisely and responsibly, with respect for the person addressed

Social Language

– Straight to the point – Clueless – Directionally challenged




13

Short vowel sounds (-at, -en, -ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)


Learner can


Oral Comprehension: Pre-listening; Listening for the f irst time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the f irst time; Pair/Group feedback; Reading for the second time; Post-reading Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing Written Production: Pre-writing; Drafting; Revising; Editing

Time Total:

90 min (3 lessons)

identifies English language sounds using knowledge in phonics, syllabification and word parts labels diagrams with appropriate pieces of familiar goods and services.

R.2. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts. R.1. label diagrams with appropriate pieces of familiar goods and services.


Question, Can Do’s, and class agenda, etc. Warm up Recognition/Articulation/Production: To practice the -at sound, form two teams into lines

facing the wall or board where a map of Costa Rica, is posted. Say a place in Costa Rica (province, national park, other attraction) and then say Where is it at? First one to slap the map correctly with a flyswatter gets a point for his/her team. Ls brainstorm list of goods/services offered across the country (surfing, fishing, hiking, guides, food, zip line, etc.) using prior knowledge from Unit 3.

Pre-task: reading to speak

T shows previously written words printed on strips of paper which can be attached to the map used in the warm up. The words are locations of provinces, cities, and known tourist attractions in Costa Rica. Learners take turns drawing a strip of paper from the set and saying aloud to the class: – Where is (word on strip of paper)?

– What good or service is offered there? As learner secures the strip to the correct location, the class responds with There is/There are ____________ (surfing, fishing, hiking, etc.) A team of learners writes the good or service on additional strips of paper and secures them in the proper location on the map as well.

5 min

10 min

5 min

20 min




14

recognizes main ideas of text when accompanied by illustrations.

interacts in a simple way, asking questions about places, where they are and how to get to them and answering such questions if they

R.4. understand main ideas of text when accompanied by illustrations.

SI.2. interact in a simple way, asking questions about places, where they are and how to get to them and answering such

T models new vocabulary using pictures from Unit 3’s Marvels in Costa Rica theme and the map. For example: There are national parks IN (name of province). The national park is NEXT TO _______. The (name of marvel) is NEAR _____. This province is BETWEEN (name of two provinces).

Learners, in pairs, complete 7 sentences using the model: There is/are (service) in (place) and it is (next to, near, between) (other location).

Task: Answering questions about Costa Rica (reading to speak)

1. Reading for the first time – Groups of learners are given one short section from the

visit Costa Rica press kit beginning on page 13 (found here

http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf). They

read their section and identify words or sentences they do not understand.

2. Pair/Group – The group and/or the teacher ensures that the gist of the reading is

understood.

3. Reading for the second time – In pairs they complete a T chart with two headings:

a. Location

b. Goods/services

4. Post reading – Pairs form groups of 4 and share the lists they have compiled and

create one long and corrected list.

5. Planning – Groups of 4 brainstorm list of WH questions they can ask about other

groups’ lists. Where is a place to surf in Costa Rica? Where is rice and beans served?

6. Organizing – Groups organize questions into two categories – location questions and

goods and services.

7. Rehearsing – Groups practice questions.

8. Using/Describing – Class walks around the room until teacher says STOP. When the

Ls stop, teacher then says NEXT TO, NEAR, BETWEEN, BESIDE or other instruction

and Ls must ask one question of the person standing in that position.

15 min

30 min

http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf




15

are articulated slowly and clearly.

questions if they are articulated slowly and clearly.

Post-task: speaking

Teacher refers to map of community used during previous week. T models “Where is the (name of a location)?” And L must respond with “The __________ is (beside, near, next to, etc.) the ________.” After T models, each L takes a turn asking and answering.

Exit ticket is answering a question about the location of something in the community or Costa Rica.

5 min




A digital or physical magazine

Vod cast-with script










Integrated Mini-Project.

Thinking: planning creating and outlining collaboratively the language content and





Adjust previous times

listed above to allow 5 min each w eek.

Group presentations can be w eek 5

or 6.




16









I can… Yes No In

progress







17




18


Level: 7th Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there Theme: Knowing how to get there



Grammar & Sentence Frame

Imperatives Go down… Go straight… Follow the signs Turn left Prepositions of place in, on, next to, near, between, in front of, opposite to, behind

Vocabulary

Where is the post office? Are we on the right road? How can I get to __? It’s on main street … It is not far It is quite far Go straight… Follow the signs

Function

Giving directions

Describing ways to move around

Discourse Markers


Psycho-social

– Enjoying traveling.

Sociocultural

– Respecting, appreciating and being aware of his /her community, region, country, and world travel opportunities

Social Language

– Directionally challenged




19

Turn left, go straight By car/ walking/ bike/ bus/ train/ airplane/motorcycle/ boat, carpooling

Phonology Short vowel sounds (-at, -en, -ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)


Learner can


Oral Comprehension: Pre-listening; Listening for the f irst time; Pair/Group feedback; Listening for the second time; Post-listening Written Comprehension: Pre-reading; Reading for the f irst time; Pair/Group feedback; Reading for the second time; Post-reading Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing Written Production: Pre-writing; Drafting; Revising; Editing

Time Total:

90 min (3 lessons)

Learner…

follows simple directions how to get from one place to another, on foot or by public transport.

L.1. follow simple directions how to get from one place to another, on foot or by public transport.


Question, Can Do’s, and class agenda, etc. Warm up

Play a game where learners provide basic instructions to a “Robot” who first leaves the room while planning takes place and then sits in middle of room. Class first determines what symbols will mean what actions. For instance:

! = stand up # = Turn to the right

= Step forward While Robot is outside room, learners determine what simple task can be accomplished (e.g., go to board and erase it) and using symbols printed on separate pieces of paper, place themselves in correct order to lead Robot through the activity. No one is allowed to speak to the Robot.

Pre-task: listening to write

Recognition/Articulation/Production: T says words with -en sound such as when,

friend, send, then, with phrase such as WHEN you want to help a FRIEND you should

5 min

10 min

15 min




20

identifies English language sounds using knowledge in phonics, syllabification and word parts.

writes simple descriptions of places (e.g., location, direction, activities) uses simple words to tell where a

R.2. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts. W.2. write simple descriptions of places (e.g., location, direction, activities, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.). SP.1. use simple words to tell where a place is

SEND them directions and THEN meet them. Ls repeat and produce instructions on how to get through maze.

Having previously created a maze on the floor with tape outlining the path of turns, etc. blindfold one L and have other L provide instructions on how to complete the maze using vocabulary. Ls can then work in pairs beginning at different points in the maze so that more can participate at one time. Option is to ask Ls to create obstacle courses outside and then work in pairs to offer and receive instructions.

Task: Helping the Directionally Challenged (writing to speak)

1. Drafting – Use the following as a fill in the blank dialogue that individuals work on

independently.

Jose: Maria, I need your help! I am trying to send my friend who is visiting

___(name of community)___ instructions from the ____ (select a location like the

bus stop) to the school but I am clueless on how to begin.

Maria: You are one of the most directionally challenged guys I know! I want to meet

your friend so I am definitely going to help.

Jose: Thanks, Maria! I owe you!

Maria: Well first he needs to __________. (insert directions). Then he ________

and finally he ________.

Jose: (repeats the directions)

Maria: You got this! You are not so clueless after all. Of course, if your friend gets

lost, you can always tell him to follow the signs.

2. Revising – Ls share their work in pairs and revise as necessary.

3. Editing – Ls examine the dialogues for any writing errors.

4. Planning – Ls determine who will play which role.

5. Organizing – Ls add props if wanted.

6. Rehearsing – Ls rehearse script.

25 min

20 min




21

place is and ways to get there.

describes places and ways to move around (towns, holiday resorts, car, plane, bike).

and ways to get there.

SP.2. describe places and ways to move around (towns, holiday resorts, car, plane, bike).

7. Using/Describing – Ls present in pairs.

Post-task: speaking

Option 1 – Using map of community, Ls draw two locations from a stack of strips of paper and tell how they will travel from one location to the other. (I am going to walk, bike, drive, ride, etc. and then I am going to turn left, etc.)

Option 2 – Using map of Costa Rica, Ls draw two locations from stack of strips of paper and tell how they will travel from one location to the other. (I am going to ride a bus, drive a car, fly, bike, walk, etc. They must include at least one point where they will turn left or right and go straight.)

Option 3 – Using material from the press kit used in Week 2, Ls review and then say how to travel to the various locations.

15 min


An event with guests from the community who answer questions about what they do for








22

the community and where. Students ask questions in English and then in Spanish.












Integrated Mini-Project. Thinking: planning creating and outlining collaboratively the language content and

strategies.

For the third and fourth weeks, learners focus on:




Group

presentations can be w eek 5

or 6.








23




I can… Yes No In

progress







24


Level: 7th Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there Theme: Knowing what I need and when




Prepositions of time: In, on, at Present tense (S+V+C) I go to the beach.

Vocabulary

Travel expenses, schedules, transfer, transportation fare, price, cash, ticket, toll, reservation, form Numbers from 1 to 5 thousand Days of the week Months of the year Time

Phonology Short vowel sounds (-at, -en, -ad) in orally stated single syllable words. (e.g., hen, hat, mad, etc.)

Function

Understanding and using travel fares and hotel registrations

Discourse Markers


Psycho-social

Being flexible and open to changes when traveling.

Proverbs / Quotes

He who returns from a journey is not the same as he who left. -- Chinese proverb




25


Learner can




Time Total:

90 min

(3 lessons)

Learner…

Identifies English language sounds using knowledge in phonics, syllabification and word parts.

recognizes figures and times given in clear announcements, for example at the airport or at a bus station.

R.2. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts. L.2. understand figures and times given in clear announcements, for example at the airport or at a bus station.


Question, Can Do’s, and class agenda, etc. Warm up Recognition/Articulation/Production: The following rhyme is written on the board. T

models pronunciation, asks for recognition of -ad sound and Ls repeat and produce. Don’t be sad. Don’t be mad. Today is the day you won’t feel bad. Pick a partner and be glad. Introduce Clock Partners. Ls put a different name in each space and say “Name of L, you are my 12 o’clock partner,” etc. That person must then put the name of the speaker in the same spot on their clock. To do the following activity you will need calendars and a spinner or use 1 dice or two and roll in order to randomly select the time that partners must perform the following:

12 o’clock partners – Go straight to the trash can. 1 o’clock partners – Turn left and walk 3 steps. 2 o’clock partners – Turn right and walk 5 steps. 3 o’clock partners – Jump up 4 times. 4 o’clock partners – Sit down 2 times. 5 o’clock partners – Stand near the teacher’s desk. 6 o’clock partners – Go to the calendar and show your birthday. 7 o’clock partners – Stand between your partner and the wall. 8 o’clock partners – Stand next to another pair of partners. 9 o’clock partners – Stand in front of the door. 10 o’clock partners – Stand behind your desks.

5 min

10 min




26

recognizes figures and times given in clear announcements, for example at the airport or at a bus station.

L.2. understand figures and times given in clear announcements, for example at the airport or at a bus station.

11 o’clock partners – Go to the calendar and point to today.

Pre-task: listening to speak

Provide and ask Ls to say aloud words from a word bank (filling in ones they do not know) and then distribute a worksheet such as the one found here on months and days of the year for Ls to complete. Can assign segments of the sheet to different groups so that Ls share their work with another group rather than complete entire sheet. https://en.islcollective.com/resources/printables/worksheets_doc_docx/days_months_ordinal_number_worksheet/days-of-the/11790.

Task: Planning a trip (listening to speak)

15 min

20 min

https://en.islcollective.com/resources/printables/worksheets_doc_docx/days_months_ordinal_number_worksheet/days-of-the/11790

https://en.islcollective.com/resources/printables/worksheets_doc_docx/days_months_ordinal_number_worksheet/days-of-the/11790




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recognizes the main idea of presentations related to places, goods and services.

describes briefly weekend or holiday plans.

fills in a hotel registration form with personal details.

L.4. understand the main idea of presentations related to places, goods and services.

SP.3. describe weekend or holiday plans and what I need and when. (ticket, reservation, passport)

W.1. fill in a hotel registration form with personal details.

1. Listening for the first time – Using the video

https://www.youtube.com/watch?v=J1LuFwt0bdE Ls listen for the words they used in

the pre-listening worksheet activity related to dates and costs.

2. Pair/Group feedback – Working with Clock Partner, Ls identify how much the room

costs and when the couple will be traveling.

3. Listening for the second time – Ls identify some of the goods and services being

offered.

4. Post-listening – Clock Partners list as many of the goods and services as they can.

Then they compare their list to another pair and create a single list. The group of now

four Ls with the most items on their list receive recognition as “winners.”

5. Planning – Ls work as pairs and assume the roles of the traveling couple from the

video. They decide how they will travel to the hotel, what they will do to enjoy the stay

there (use gym, pool, etc.). They must choose to present the information to the group

as a To Do list to get ready or as a dialogue between the couple planning the trip.

6. Organizing – Ls make a checklist of items they will need and do for the trip.

7. Rehearsing – Ls rehearse the presentation.

8. Using/Describing – Ls present to the class.

Post-task: writing

1. Pre-writing – T models completion of a hotel registration form. (Options available at

http://setupmyhotel.com/formats/fo/112-registration-cards-in-hotels.html)

2. Drafting – Ls complete as much of the form as they can independently.

3. Revising – Ls work with a Clock Partner to add additional info they may not have

known previously.

4. Editing – Ls make final corrections and present to T as an Exit Ticket for the day.

25 min

15 min


https://www.youtube.com/watch?v=J1LuFwt0bdE

http://setupmyhotel.com/formats/fo/112-registration-cards-in-hotels.html




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which learning tasks completed that week could be adapted for use in their chosen Integrated

Mini-Project. Thinking: planning creating and outlining collaboratively the language content and







Group presentations can be w eek 5

or 6.


What didn’t work well

How to improve




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I can… Yes No In

progress







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Didactic Planning Weeks 5 and 6

Review and Integrated Mini-Project

Level: 7th Unit 6: Getting from here to there




Did Ls use all sentence frames?

Vocabulary

Did Ls say aloud and write all vocabulary?

Phonology

Did Ls use short vowel sounds (-at, -en, -ad)?

Function

Did Ls use all functions?

Discourse Markers

Did Ls practice connecting words: and, but, because?

Psychosocial

Did Ls show evidence of …

Being aware and committed to protecting the environment

Appreciating natural wonders

Sociocultural

Did Ls practice idioms and quotes?


Learner can




Time Total:

90 min

(3 lessons)




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Did Ls achieve

all learning

outcomes?

Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

All of week 5 or 6










By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation week

Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

Did Ls use English during all aspects of Integrated Mini-Project?

How did project presentations reflect understanding and/or mastery of Can Do statements?

Did Ls put into practice the focus of Learning to Be and Live in Community?

Did the Integrated Mini-Project provide answers to the Essential Question?

All of week 5 or 6 of unit




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7th Grade – Short texts and Dialogues Unit 6: Getting from Here to There Week 1 Theme: Knowing Where I Want to Go Dear Diary, Today was a very good day. I woke up at 6:00 am, got ready for school, and kissed my mom goodbye. On the walk to school I saw my uncle, Tio Rigo, going into the supermarket (the Maxi Pali in between the church and the park, not the Pali in front of the bank). Tio Rigo asked me to wait for him while he went inside the grocery store. When he came back out, Rigo had a big box with a cake inside. Rigo said: Mijo, on your way to school please give this cake to Mrs. Gonzalez. It is a surprise birthday cake for her husband, Mr. Gonzalez! Then I said: Yes, uncle! With pleasure. How do you get to Mrs. Gonzalez’ house? Uncle Rigo said: Thank you, Mijito. Mrs. Gonzalez’ house is on the main street, not far from the convenience store, Musmanni. From here, walk straight and pass the park on your right. When you walk two blocks, or 200 meters, turn right. Follow the signs for the Pizza Restaurant. After one block, or 100 meters, turn left. You will see Mrs. Gonzalez’ house on the right. It has a red gate and a big mango tree in the front yard. Keep your eyes peeled! If you come to the soccer field, then you’ve gone too far! Now hit the road, Jack! I don’t want you to be late for school! I was so thankful for my Uncle’s directions, because I am directionally challenged. Mrs. Gonzalez was so pleased about the cake she gave me a bag of mamón to give to my Uncle Rigo. Now I have to find him tomorrow and give it to him! Oh well! Post Script, I ate three of them. Don’t tell!




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Week 2: Knowing Where It Is Mom: (looking at her phone) Trip Advisor says there are many things to do in San Jose. I need you to look at the map and help me plan our day in the capitol. Son: How far is it to San Jose? Mom: I think the bus ride is 2 hours. When we arrive I want to go to one of the museums. I think the Pre-Colombian Gold Museum is next to the National Theater. Both would be good to see. Son: (looking at phone) I see both of those places on the city map I found on my phone. The museum is under the Plaza de Cultura. Mom: So the plaza is between the museum and the theater? Son: That is what it looks like on the map. Mom: Where is the post office? It is an old building and very pretty. Son: The post office is a few blocks away. Mom: There is a McDonalds on the opposite side of the street from the post office. So we can get an ice cream after we walk!




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Week 3: Knowing How to Get There




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Jack: Mrs. Gonzalez, my uncle Rigo said he enjoyed the mamón very much! He wanted me to give this papaya to you. Mrs. Gonzalez: That’s very kind of him. Tell him I said thank you. Jack: I will! Mrs. Gonzalez: Before you go, I want you to give this fabric to Rigo’s wife, Sylvia. She is making clothes for your mom’s baby shower. Jack: Thank you! I know my new baby brother will appreciate it! Mrs. Gonzalez: Ok, hit the road and get going Mijo! Jack: Where is Sylvia’s house? I should know, but I’m directionally challenged. Mrs. Gonzalez: That’s ok, Mijito. From here you take a right at the end of the block, then keep straight for 400 meters, or four blocks. When you see the bank on the left and the Pali on the right, turn right. Walk down 200 meters, or two blocks, then turn left at the high school and walk down 100 meters, or one block. If you come to the river, then you’ve gone too far. Sylvia’s house will be on the right. There is a cas tree in front of the house with a green pet parrot. The color of the gate is black and the house is blue. Jack: Ok Mrs. Gonzalez. Here I go! Mrs. Gonzalez: Ok, Jackito. Oh and don’t tell your mother what the present is! The clothes will be a surprise! Jack: Yes ma’am! Week 4: Knowing How to Get There Use the tool found at https://www.inspirock.com/costa-rica/trip-planner-d711096685?gclid=CLmAjNrP888CFcNZhgodDcsPsA or refer to the screen captures below. Learners can talk about time, transportation, costs, etc.




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37




38




39




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7th Grade – Phonology: Short Vowel Sounds Unit 6: Getting from Here to There

Theme

Knowing where I want to go Theme

Knowing where it is Theme

Knowing how to get there Theme

Knowing what I need and when

Phonology

Short vowel sounds (-at) in orally stated single-syllable words. (e.g. hat)

Phonology

Short vowel sounds (-en) in orally stated single-syllable words. (e.g., pen)

Phonology

Short vowel sounds (-ad) in orally stated single-syllable words. (e.g. mad)

Phonology Review short vowel sounds

(-at,-en, -ad)

Activity

Why is there a difference? Take this time to explain to students the physical difference between the types of consonants and w hy they affect vowel length.

You can show the difference on a physical level but having them feel the vibration their throats produce w ith saying voiced consonants.

Activity

Do you know when? Using the vocabulary that corresponds to this theme. Provide students w ith examples of long and short vowels in order for them

to naturally recognize the difference and distinguish w hen and w here each appears. The goal of this w ould be for them to understand the context and have them

correctly pronounce written text on their ow n.

Activity

Text Based Production Have the students practice recognizing the w ords in one of the texts provided w ith this unit that they have already seen. Since they have

practiced before but w ith isolated w ords from the previous theme seeing new w ords in different context should challenge them. As mentioned before having them practice natural recognition

of the w ords will only help them w hen it comes to speech.

Activity

Text Based Recognition Instead of having the students read anything give each a new text about an unknow n location. Have them mark the short and long vow els according to the

rules discussed before in the classroom. Reinforcing the recognition of these rules w ill help them w hen it comes to reading out loud and then eventually speaking.

Background

The reason as to why short vowel sounds exist is due to the two types of consonants that are present in the English alphabet. These two types of consonants are voiced and voiceless. A voiceless consonant is one that does not create a vibration when the phoneme is produced by itself. An example of this would be the consonant /t/. If one where to hold their neck as they produce this sound they would notice that no vibration is felt as the air travels through the neck. In comparison a voiced consonant does the opposite in that is creates a vibration when the phone is produced. An example of this would be /d/. When one produces the phoneme they immediately feel the vibration in their throats as the air escapes from their lips. A great way to show this contrast is by comparing two similar words that differ in their final consonant, “wet” and




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“wed”. As mentioned before /t/ is a voiceless consonant and /d/ is a voiced consonant. When both of these words are said the impact that the difference has on the vowel is evident in how long the speaker holds it out. In “wet” the /e/ is short due to the lack of vibration from the consonant that immediately follows it. In “wed” however the speaker can notice the difference in just how long the /e/ is produced when saying the word. As mentioned before the reason for this is due to the vibration that is produced when enunciating the /d/ phoneme. With this in mind, an appropriate use of this information for classroom exercises would be the production and recognition of these sounds in a series of different contexts. Having students read a text that shows the variety of vowel lengths that exist due to the vowel/consonant combinations would be optimal in communicating the message. Long and Short Vowel Memory Game Objective: Repeat and practice examples of the long and short vowel sounds

1. Create a memory game in which the matching pairs of the long and short versions of each vowel are written on separate cards. 2. Learners must read the words aloud and match the card with the long sound to the card with the short sound. 3. Examples:

a. Apple & Acorn b.Elephant & Eagle c. Igloo & Ice Cream d.Octopus & Oval e. Umbrella & Unicorn

Dictation of Vowels Objective: To recite a text that shows differences in vowel length and pronunciation. The vowel and consonant combinations may be the same but due to a contrasting final phoneme their pronunciation varies in comparison. For example:




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1. Copy the words that are examples of long and short vowel sounds onto cards. Before reading for the first time. Review the words and ask Learners to identify if the word goes in the short or long column (or short or long bag or whatever way you choose to separate the words.)

2. Copy the reading and then cut it into parts with each part numbered. Distribute parts to the learners and then have them line up in order. Ask of there are words that they do not know. Assist with those words.

3. Learners then present reading to the class.




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4. All learners make note of the differences in the pronunciation of various words and the vowel lengths that present themselves in the text. (Note: Having students realize the difference and reason for this variation is critical for the development of proper pronunciation. If the students can understand the reason as to why they need to produce the sounds a certain way then they will develop the habit of naturally producing the word due to their repetition of the word while reading text.)

7th Grade – Optional Activities Unit 6: Getting from Here to There

Theme 1: Knowing where I want to go

Warm Up Activities

Entrance tickets/tasks: Learners get either of a place or a good upon entering the classroom. They must find the partner with the corresponding

good or place.

Learners bring images of places in town to be reviewed with the class.

Learners make two circles facing each other. Learners are opposite each other and in their pair they tell their partner what

good they have. The partner must guess the corresponding place. Then they switch and the other partner must guess the

place. Then one of the circle moves so each student has a new partner.

Activating Prior Knowledge - Brainstorming What are the most important places in my town or city? Which places are most frequented? Why?

Adapt the essential question and discuss: How can people be smart travelers?

What’s your favorite place in town? Why? (using the connecting words because and and)




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What additional place or places can make your town better?

Introducing different text types (visual aids, technology, graphic organizers, etc.)

Making lists about places: most important to least important to you, most frequented to least frequented to you (T chart).

Put places into two groups: essential or non-essential; provides goods or provides a service (T chart).

Learners make a personal dictionary with the images of places in town they brought.

Oral and Written Comprehension Reading and Listening for places around town with learners answering answers with the correct places. Several activities like

matching and multiple choice questions are available on the site. http://drewseslfluencylessons.com/4-beginner/around-the-

town/esl-listening-activity-for-places-in-town/

Reading and Listening about places. The script and activities are available. http://www.learning-english-

online.net/language-course/unit-3-the-new-home-town/reading-and-listening-story/

Quiz about places http://www.allthingstopics.com/uploads/2/3/2/9/23290220/quiz_placestown.pdf

Reading about a girl’s town complete with true/false and reading comprehension questions

https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_place_where_i_live_reading_comprehension/peo

ple-elementary-a1/45961

Oral and Written Production Bingo sheets with images of places. The teacher or another learner will say the good/service and the learners mark the

correct place on their bingo sheet.

Flyswatter: Teacher will have images of places on the board. The teacher will say a good/service and the first learner among

two to hit the image with the flyswatter wins. Can be done with images of good/service on the board and the teacher names

a place

http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-listening-activity-for-places-in-town/

http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-listening-activity-for-places-in-town/

http://www.learning-english-online.net/language-course/unit-3-the-new-home-town/reading-and-listening-story/

http://www.learning-english-online.net/language-course/unit-3-the-new-home-town/reading-and-listening-story/

http://www.allthingstopics.com/uploads/2/3/2/9/23290220/quiz_placestown.pdf

https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_place_where_i_live_reading_comprehension/people-elementary-a1/45961

https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_place_where_i_live_reading_comprehension/people-elementary-a1/45961




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Matching goods/services with the correct place http://drewseslfluencylessons.com/4-beginner/around-the-town/english-

places-in-town-fill-in-the-blanks-worksheet/ or

http://www.allthingstopics.com/uploads/2/3/2/9/23290220/wordbank_placestown-15.pdf

Or with images http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-locations-in-town-vocabulary-matching-exercise/

Pictionary: learners draw a good/service on the board and the other learners must say where that learner is going to

Use examples of sentences that need to have the words placed in the right order to make sense. Sentences are about the

goods or services that each place offers. Teachers can add variation by changing the good/service so that it is incorrect and

the learner has to put the correct one. http://drewseslfluencylessons.com/4-beginner/sentence-building-worksheet-for-esl-

around-the-town-vocabulary

Use a worksheet where learners name the good found at the place, as well as unscramble and match sentences based on

goods and services. Additionally, the first half of the worksheet can be used for theme 2 and prepositions of place.

https://en.islcollective.com/resources/printables/worksheets_doc_docx/shops_in_town/shopping-shops-town/571

unscrambling the sentence can also be done as a human sentence, where each learner is given a word and must work as a team to put the sentence in the correct order.

Learners are given images of a person or people as well as goods/services and must create a sentence indicating who is

going where for what reason

Learners write sentences to describe why someone goes to a certain place. Ex: You go to the bank because you need

money.

Theme 2: Knowing where it is

Warm Up Activities

Entrance tickets/tasks: Learners bring a homemade map/illustration of their town labeled with places.

Learners are told a good or service and asked to name the place in order to take a seat.

http://drewseslfluencylessons.com/4-beginner/around-the-town/english-places-in-town-fill-in-the-blanks-worksheet/

http://drewseslfluencylessons.com/4-beginner/around-the-town/english-places-in-town-fill-in-the-blanks-worksheet/

http://www.allthingstopics.com/uploads/2/3/2/9/23290220/wordbank_placestown-15.pdf

http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-locations-in-town-vocabulary-matching-exercise/

http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-locations-in-town-vocabulary-matching-exercise/

http://drewseslfluencylessons.com/4-beginner/sentence-building-worksheet-for-esl-around-the-town-vocabulary

http://drewseslfluencylessons.com/4-beginner/sentence-building-worksheet-for-esl-around-the-town-vocabulary

https://en.islcollective.com/resources/printables/worksheets_doc_docx/shops_in_town/shopping-shops-town/571




47

Learners are paired off and shown an image of a place in town and give the name in English. First one to answer, wins. The

game continues until there is one overall winner.

Songs: Video reviews places in town and also introduces prepositions of place

https://www.youtube.com/watch?v=Kfzyc4m9jVk Use song and hand motions that are demonstrated at end of this video https://www.youtube.com/watch?v=n0a_Z0mnY1g.

Words are sung to tune of Brother John: In, on, under, in, on, under, in front of, in front of, behind, beside, behind, beside,

in front of, in front of.

Other Activities: TPR: to teach learners how to use prepositions of place. Teacher can give commands to learners in relation to their desk,

chair, or other classroom objects.

Activating Prior Knowledge -- Brainstorming Brainstorm how many different questions you can ask about a place using “wh” questions.


Introducing different text types (visual aids, technology, graphic organizers, etc.) Organize places in a list from the closest to the farthest from the high school or student’s house.

Learners make a personal dictionary with images to show prepositions of place (in, on, next to, near, between, in front of,

opposite, behind).

Make a Venn diagram of your town or city, with the categories of North, South, East and West and put each place in the

town in the proper quadrant. Make the Venn diagram as such (can be simplified depending on town size):

https://www.youtube.com/watch?v=Kfzyc4m9jVk

https://www.youtube.com/watch?v=n0a_Z0mnY1g




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Oral and Written Comprehension

In small groups, learners must ask each other the following “wh” questions orally for practice (as well as practice of “going

to” form the previous theme):

“where are you going?” “who are you going with?” “when are you going?”

“how long are you going for?” “how are you going?” “why are you going?”

Learners will be provided as many or few answer prompts as the teacher desires. One learner will answer all the questions and then it will be the next learner’s turn. Each learner should practice asking each question once and answering all the questions.




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Listening comprehension for prepositions of place and places in town. Example 1: http://www.esl-lab.com/eslbasic/travel-

sightseeing-2.htm

Example 2: http://www.esl-lab.com/eslbasic/travel-sightseeing-sc1.htm With a blank map, the teacher can read to the learners where to label the places with the assistance of prepositions of place.

Reading about a town and correctly labeling a map with the missing locations mentioned in the reading

https://en.islcollective.com/resources/printables/worksheets_doc_docx/this_is_my_town/prepositions-of-place/82916

Oral and Written Production

A blank map activity where learners can put places on the map according to directions from a peer or the teacher. The

teacher uses prepositions to guide the learners. Teacher can also refrain from saying the place and rather only describe the

place by the good/service offered there. This map can also be used further in Theme 3 with giving directions. This map

available for download at this link is completely blank: http://busyteacher.org/9754-map-activity.html

This map has some descriptions already there for the learners of goods/services offered: http://busyteacher.org/7488-giving-directions-shops.html

Game with the instructions provided to be used for matching goods/services with places and also giving directions. Or

learners can respond to questions about what good/service belongs to which place, as well as describing where the place is

using prepositions of place. http://busyteacher.org/14833-directions-and-places-game.html

Learners are given a map and must put the correct preposition of place to make each sentence true

https://en.islcollective.com/resources/printables/worksheets_doc_docx/where_are_you/prepositions-of-place/71069

Similar to the one above, but also includes directions (for Theme 3) https://en.islcollective.com/resources/printables/worksheets_doc_docx/do_you_know_my_town/prepositions-giving-directions/13170

Multi-faceted worksheet that includes matching goods/services with places, putting correct prepositions of place, and using

“there is/are” and “wh” questions properly

https://en.islcollective.com/resources/printables/worksheets_doc_docx/my_city/prepositions-city-city/1329

http://www.esl-lab.com/eslbasic/travel-sightseeing-2.htm


http://www.esl-lab.com/eslbasic/travel-sightseeing-sc1.htm

https://en.islcollective.com/resources/printables/worksheets_doc_docx/this_is_my_town/prepositions-of-place/82916

http://busyteacher.org/9754-map-activity.html

http://busyteacher.org/7488-giving-directions-shops.html

http://busyteacher.org/7488-giving-directions-shops.html

http://busyteacher.org/14833-directions-and-places-game.html

https://en.islcollective.com/resources/printables/worksheets_doc_docx/where_are_you/prepositions-of-place/71069

https://en.islcollective.com/resources/printables/worksheets_doc_docx/do_you_know_my_town/prepositions-giving-directions/13170

https://en.islcollective.com/resources/printables/worksheets_doc_docx/do_you_know_my_town/prepositions-giving-directions/13170

https://en.islcollective.com/resources/printables/worksheets_doc_docx/my_city/prepositions-city-city/1329




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Based on a provided map, learners must create 5 true sentences after being given different places and prepositions

Learners write answers based on the map. It is about prepositions of place and there is/are.

https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_of_place/prepositions-city-there/35635

Learners practice writing their addresses and that of their peers; or telling generally where their house is located and the

houses of friends/family.

Theme 3: Knowing how to get there

Warm Up Activities

Entrance tickets/tasks: Learners bring homemade maps of your town or city and share as part of a Do Now activity looking for how they are alike

and different.

Play 4 corners with types of transportation (by air, by sea, by road, by rail) and reviewing locations from throughout the

year.

Tossing a ball amongst the learners with images of transportation modes. Whatever the learner’s left thumb is on the learner

must say.

Songs: Video shows how to get to two separate locations. Can use fill in the blank for the directions. Can ask follow up questions

such as, “What side of the street is the bank/school on?”

https://www.youtube.com/watch?v=AgTkKGM0TWE Top 30 transportation mode songs of all time http://www.ranker.com/list/top-30-_modes-of-transportation_-songs-of-all-

time/junior53?var=4&utm_expid=16418821-179.vk2gM_coRrOMcxn9T2riGQ.3

Other Activities:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_of_place/prepositions-city-there/35635

https://www.youtube.com/watch?v=AgTkKGM0TWE

http://www.ranker.com/list/top-30-_modes-of-transportation_-songs-of-all-time/junior53?var=4&utm_expid=16418821-179.vk2gM_coRrOMcxn9T2riGQ.3

http://www.ranker.com/list/top-30-_modes-of-transportation_-songs-of-all-time/junior53?var=4&utm_expid=16418821-179.vk2gM_coRrOMcxn9T2riGQ.3




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Video where a girl is asked to go to the Post Office by her mother and asks for directions https://www.youtube.com/watch?v=iBbRRueIUrE Video where learners ask for directions to the science museum

https://www.youtube.com/watch?v=IfT4XhfUFkk

Activating Prior Knowledge -- Brainstorming: What are the safest modes of transport? Quickest? Most interesting?

Most common forms of transportation in your town? Which is your favorite? Which do you want to try?


Introducing different text types (visual aids, technology, graphic organizers, etc.) Cluster Chart: Different ways to say “turn left,” “turn right,” and “go straight” (examples: go left/right, continue straight ,

follow this road, make a left/right)

Cluster Chart: transportation. Branches can include land, sea, air and then motorized, manual

List modes of transportation into the following categories: least expensive to most expensive, slowest to fastest, most

environmentally friendly to least.

Learners make a personal dictionary of images of modes of transportation.

Oral and Written Comprehension Listening to a man describe how he gets to work in the morning. Pre-listening activities include reviewing any key terms, or

discussing how learners’ parents commute, or learners’ own commute. Listening exercises can be a gap-fill with the dialog.

Post listening discussion as well. http://www.dailyesl.com/bus-travel.htm

A listening exercise that introduces many ways to give directions. And a listening exercise that can be turned into a di ctation.

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1212_how_to_instruct/page2.shtml

Listening to directions and answering questions based on a map http://www.esl-lab.com/eslbasic/travel-sightseeing-3.htm

Combination of answering questions in writing with prepositions of place and giving directions

https://en.islcollective.com/resources/printables/worksheets_doc_docx/asking_for_directions__there_be_prepositions_directi

https://www.youtube.com/watch?v=iBbRRueIUrE

https://www.youtube.com/watch?v=IfT4XhfUFkk

http://www.dailyesl.com/bus-travel.htm

http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1212_how_to_instruct/page2.shtml


https://en.islcollective.com/resources/printables/worksheets_doc_docx/asking_for_directions__there_be_prepositions_directions_map__boardgame__4_tasks__24_cards__4_suggestions_for_the_use_of_the_ws_4_pages_editable/prepositions-giving-directions/3294




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ons_map__boardgame__4_tasks__24_cards__4_suggestions_for_the_use_of_the_ws_4_pages_editable/prepositions-giving-

directions/3294

From the online Cyberlab, a combination of activities for writing, reading and listening that involve modes of transportation ,

there is/are, and wh questions. [look at: A2 (modes of transport); B1, B2, B3 (listening on modes of transportation); C1, C3

(there is/are); D1, D2, D3(reading on modes of transportation)]

http://cyberlab.ucr.ac.cr/cyberlab/booklets_learners/booklet_8th/unit4_8th_booklet.pdf

here is the accompanying listening component: http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit4_listening_storyaboutspeeding.htm

[A2, A3, A4 (modes of transport); B1, B2, B3 (listening on modes of transportation)]


Here is the accompanying listening component: http://cyberlab.ucr.ac.cr/cyberlab/noveno/cyberlab_9th/units/unit5/turn_it_up/while_listening/U5-R-1.mp3

[A2, A3, A4 (prepositions of place and directions); B1, B2, B3 (listening to directions); C1, C2, C3 (prepositions of place); D1,

D2, D3 (reading about giving directions)]


Here is the accompanying listening component:

http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit9_listening(trueand%20false_1).htm Listening on giving directions http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-directions


Means of transportation matching

https://en.islcollective.com/resources/printables/worksheets_doc_docx/means_of_transport/transports-preintermediate-

a2/13193

Transportation board game

https://en.islcollective.com/resources/printables/worksheets_doc_docx/transportation_board_game/transports-beginner-

prea1/12784



http://cyberlab.ucr.ac.cr/cyberlab/booklets_students/booklet_8th/unit4_8th_booklet.pdf

http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit4_listening_storyaboutspeeding.htm


http://cyberlab.ucr.ac.cr/cyberlab/noveno/cyberlab_9th/units/unit5/turn_it_up/while_listening/U5-R-1.mp3


http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit9_listening(trueand%20false_1).htm

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-directions

https://en.islcollective.com/resources/printables/worksheets_doc_docx/means_of_transport/transports-preintermediate-a2/13193

https://en.islcollective.com/resources/printables/worksheets_doc_docx/means_of_transport/transports-preintermediate-a2/13193

https://en.islcollective.com/resources/printables/worksheets_doc_docx/transportation_board_game/transports-beginner-prea1/12784

https://en.islcollective.com/resources/printables/worksheets_doc_docx/transportation_board_game/transports-beginner-prea1/12784




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One student says the good/service he needs and the other student directs him how to get there based on the town map

http://busyteacher.org/21218-directions-conversation-practice.html

An information gap game. Using identical maps but with different locations named, one partner must give directions to the

other to tell him how to get to an unnamed place on his/her map

A treasure hunt where learners must correctly follow directions to name places on a town map http://busyteacher.org/3055-

treasure-hunt-giving-directions-pairwork-activity.html

If learners have maps of the own town, they can guide their classmates to some of their favorite or most frequented places

by their own route.

Learners text directions to their house to the teacher.

Theme 4: Knowing what I need and when

Warm Up Activities

Entrance tickets/tasks: Bring local bus schedule.

As they enter ask learners what comes in groups of 12 – eggs, months, inches in a foot. In a circle, students must go say

the days of the week in order, one at a time, then months of the year.

Hot Potato: student with the ball at the end must read a number 1-5000 the teacher writes on the board; or student must

give the time written on the board.

Students are each given a different airplane, train or bus ticket and must answer the following, like in the worksheet

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/train-station

Songs:

http://busyteacher.org/21218-directions-conversation-practice.html

http://busyteacher.org/3055-treasure-hunt-giving-directions-pairwork-activity.html

http://busyteacher.org/3055-treasure-hunt-giving-directions-pairwork-activity.html

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/train-station




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Video on months of the year -- https://www.youtube.com/watch?v=zCz7CmIlewk (somewhat childish but has good intro

about the number 12)

Music and words to months of the year song -- https://www.youtube.com/watch?v=0KxgX30j-so

Music and words for days of the week song -- https://www.youtube.com/watch?v=P77aACD4uIU

Other Activities: Video where girls asks where several things are

https://www.youtube.com/watch?v=tMp2cSX_nqI

Activating Prior Knowledge -- Brainstorming What are some activities you do on the weekend but not during the week? And what do you do during the week but not the

weekend?


What can you do to make a trip cheaper, quicker, and more enjoyable?

Introducing different text types (visual aids, technology, graphic organizers, etc.)

Using a T-chart, learners make two lists, places you go to on weekends versus places your go to on weekdays.

Learners make a schedule with the days of the week and the time at which they go to certain places and for what items.

Calendars

o http://www.calendarpedia.com/perpetual-calendar-word-templates.html

o http://templatetrove.com/Free_Printable_Calendars.htm

Oral and Written Comprehension A listening exercise from the British Council about being at the train station. Features the listening and listening exercises to

check for comprehension. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/trains-and-travel

https://www.youtube.com/watch?v=zCz7CmIlewk

https://www.youtube.com/watch?v=0KxgX30j-so

https://www.youtube.com/watch?v=P77aACD4uIU

https://www.youtube.com/watch?v=tMp2cSX_nqI

http://www.calendarpedia.com/perpetual-calendar-word-templates.html

http://templatetrove.com/Free_Printable_Calendars.htm

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/trains-and-travel




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Two worksheets with a listening exercise of the same thing, but each one offers slightly different activities to coincide with

the listening. They are about bus schedules. http://www.esl-lab.com/bus1.htm

http://www.esl-lab.com/eslbasic/travel-busschedules-1.htm Two separate listening exercise that both are about train travel and train stations. http://www.esl-

lab.com/trainnew/index.htm

http://www.esl-lab.com/vocab/v-train-ticket.htm This worksheet features two conversations that can be adapted for reading comprehension understanding or also listening

comprehensions. The worksheets are about people’s travel plans and travel options. There is also a gap fill for the third

conversation where students pick the most logical phrase and finally the students are invited to make their own conversation

http://www.excellentesl4u.com/esl-travel-conversation.html

Analyzing and answering questions based on a train timetable http://learnenglishteens.britishcouncil.org/skills/reading-skills-

practice/train-timetable

Answering questions based on a conversation about a bus schedule

https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/bus


Practice worksheet for prepositions of time.

https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/travel_plans

Another introduction and practice worksheets for prepositions of time -- http://learnenglishteens.britishcouncil.org/grammar-

vocabulary/grammar-videos/prepositions-time

Teachers ask learners when they are going to do certain activities. Learners must use prepositions of time properly. Learners

can then ask other students once they understand.

Learners make a local bus schedule for the buses in their town and take turns telling each other how to get from A to B, etc.

http://www.esl-lab.com/bus1.htm

http://www.esl-lab.com/eslbasic/travel-busschedules-1.htm

http://www.esl-lab.com/trainnew/index.htm

http://www.esl-lab.com/trainnew/index.htm

http://www.esl-lab.com/vocab/v-train-ticket.htm

http://www.excellentesl4u.com/esl-travel-conversation.html

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/train-timetable

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/train-timetable

https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/bus

https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/travel_plans

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/prepositions-time

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/prepositions-time




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Days of the week worksheets --

https://en.islcollective.com/resources/search_result?Tags=days+of+the+week&Student_Type=high+school&searchworkshe

et=GO&type=Printables

Learners make their own dialogs based on all the previous ones they have seen. It can be between a ticket agent and a

customer, a hotel receptionist and a guest, or one person telling another how to get from A to B, etc.

Filling out a hotel reservation form and making questions from the information

http://www.eslflow.com/ESL_Hotel_booking___reservations_ESL_worksheet.pdf

Learners create timelines of when and how to make it to a party in the following week on a designated time, day and at a

specific location.

Sample travel itineraries -- http://protravelblog.com/free-travel-itinerary-templates/

Integrated Mini Project Options

Learners will create maps of their town, complete with the places, houses, and streets. They will also gather the information

for the local bus schedule and time lengths, as well as walking time lengths for places around their town. With this

information, learners are going to create a guide to their town as well as suggestions on what to see and how to complete

the tour. They will also be able to direct people coming to visi t and then leaving again.

Learners will research a city they want to visit. They will describe how to get there, what they are going to see, and how they

are going to get around. The place can be local or abroad.

Learners can create a song or rap to describe how to get from San Jose to their house.

Learners create a roleplay and dialogs to show the experience of someone traveling through the town, including asking for

directions to different places, being at the bus terminal, finding a hotel, etc…

https://en.islcollective.com/resources/search_result?Tags=days+of+the+week&Student_Type=high+school&searchworksheet=GO&type=Printables

https://en.islcollective.com/resources/search_result?Tags=days+of+the+week&Student_Type=high+school&searchworksheet=GO&type=Printables

http://www.eslflow.com/ESL_Hotel_booking___reservations_ESL_worksheet.pdf

http://protravelblog.com/free-travel-itinerary-templates/

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MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo … School... · 2017. 2. 16. · MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de